Suggestion - CONCLUSSION AND SUGGESTION - the use of documentary film in bbc vcd as an

CHAPTER V CONCLUSSION AND SUGGESTION

B. Suggestion

In relation to the conclusion above, the researcher formulates some suggestion in the following points:

1. The teacher should motivate and give explanation about the important of writing as well as other language skills.

2. The teacher should be more creative to enrich their teaching material. They can use the documentry film in BBC VCD as a media to motivate the students in learning English especially in writing.

3. The teacher should give more chance and guidance practice to write as the one way to develop the students‟ writing ability in the class.

BIBLIOGRAPHY

Amalia, A.R. 2010. The Use of Animal Documentary Films as Media in Teaching Spoken Report Text. A Final Project: UNNES. (http://uap.unnes.ac.id) Retrivied on May, 28th 2014

Amir, Arjuninengsih. 2012. Improving the Students’ Ability to Write Descriptive Text by Using Picture Method. Makassar: Thesis of UNISMUH.

Ba‟dulu, A.M.1974. Introduction to Linguistics. Makassar.

Brown, H.D. 2001. Teaching by Principle: An Interactive Approach to Language Byrne, Donn. 1989. TeachingWriting Skill. UK: Longman.

Depdikbud, 1989. Garis – Garis Besar Program Pengajaran (Kurikulum 1994) Untuk Sekolah Menegah Umum. Depdikbud.

Erniwaty, Andi. 2007. Improving the Ability of the Students of SMUN 374 Enrekang to Write Descriptive Paragraph. Makassar: Thesis of UNM.

Gay, L. R, 1981. Education Research : Competenciesa For Analysis And Applicant. Columbus : Clurles E. Marril Publishing Company.

Gerlach and D.P. Ely, 1980. Teaching and Media, Systematic Approach. New Jersey:Prentice Hall, Inc.

Hammond, J. 1992. English for Social Purposes. Sydney: Macquire University.

Harmer, Jeremy. 1998. How to Teach English. Malaysia: Longman.

. 2001. The Practice of English Language Teaching. Harlow: Longman.

Heaton, J. B. 1974. Writing English Language Test. London: Longman.

Heinich, et.al. 1996. Instructional Media and Technologies for Learning (5th Ed.) New Jersey: Prentice‐Hall Inc.

Hornby. 2000. Oxford Advanced Learner’s Dictionary. USA: Oxford University Hugo. 1986. Teaching and Researching Writing. London: Pearson Education

Limited. Press.

http://www.bbc.com. (accessed on August 13th, 2014).

Kemp. J.E and Dayton, D.K 1985. Planning and Producing Instructional Media.

New York: Harper & Row Publishers.

Kurniawati, Y. 2009. The Effectiveness of Documentary Films and Photographsto Improve the Students’ Ability in Writing Report Text. A Final Project:UNNES. (http://uap.unnes.ac.id) Retrivied on June, 2nd 2014 Littel, Joy. 1981. Basic Skills In English. USA : Mac Douggal, Littel and

Company.

Lucky. 2009. Using Documentary Film as an Alternative Media to Improve Students Skill in Spoken Report at the Second Grade Students. A Final Project: SMA 2 Watansoppeng.

Martideou, Rachel. 2009. Using Audio Visual Media To Teach. Synergies Sud – Est european.

Meyers, A. 2005.Gateways to Academic Writing: Effective Sentences, Paragraphs and Essays. New York: Pearson Education, Inc.

Murcia, M.C. 2001. Teaching English as a Second or Foreign Language, Third Edition. United States of America. Heinle & Heinle.

Oshima, Alice and Hogue Ann.1997 Introduction to Academic Writing. New York : Longman.

Pei, M. & Gaynor, F. 1954. Dictionary of Linguistics. New Jersey: Littlefield, Adam & Co.

Rahmat, Rasfati. 2011. The Application of Sensations and Feelings Technique to Improve the Second Year Students’ Writing Ability. Makassar: Thesis of UNISMUH.

Robert Flaherty's film Moana (1926), published in the New York Sun on 8 February 1926 and written by "The Moviegoer", a pen name for documentarian John Grierson in (http :// www. Wikipedia.com).

Retrieved on 28 May 2014.

Rochiyani. 2010. Improving Students’ Skill in Writing Report Text by Using Video BBC at the Eleventh Grade Students. A Final Project: SMA 2 Wonosobo.

(http://uap.unnes.ac.id) Retrivied on June, 2nd 2014

TAN, Charlene.(ed). 2007. Engaging Films and Music Videos in Critical

Thinking. Singapore: Mc-Graw Hill Education (Asia).

Tristy, R. R. 2010. Improving Students’ Skill in Writing Report Text with All AboutAnimals VCD. A Final Project. UNNES. (Unpublished).

(http://uap.unnes.ac.id) Retrivied on June, 5th 2014

Yuharniati. 2002. Teaching Rhetorical Devices in English Writing ( A study at the Third Year Students of MAN 2 Model Makassar). Makassar: Thesis of UNISMUH.

THE RAW SCORE OF STUDENTS’ IN PRETEST

STUDENT CONTENT ORGANIZATION

1 3 2

2 2 2

3 2 1

4 3 2

5 2 3

6 1 1

7 2 2

8 4 3

9 2 3

10 2 1

11 3 1

12 1 2

13 1 1

14 3 3

15 1 1

16 1 1

17 1 1

18 2 4

19 1 1

20 1 3

21 2 1

22 2 1

23 1 4

24 2 1

25 2 2

26 1 1

27 2 1

28 1 2

29 2 2

30 3 1

THE RAW SCORE OF STUDENTS’ IN POSTTEST

STUDENT CONTENT ORGANIZATION

1 4 3

2 3 3

3 3 4

4 4 4

5 4 4

6 3 5

7 5 4

8 4 4

9 4 3

10 5 4

11 3 4

12 4 5

13 5 5

14 4 4

15 5 4

16 3 5

17 3 5

18 4 4

19 5 4

20 5 4

21 5 3

22 3 5

23 4 4

24 4 5

25 2 4

26 2 3

27 1 3

28 4 5

29 5 4

30 5 4

To know the final score of the student was :

Example = ₅ ¹⁰⁰ ⁶⁰

3X 

THE RESULT OF STUDENTS’ ABILITY TO WRITE REPORT TEXT IN PRE-TEST

Code of sample

Content Organizati on

Total score

Mean score

Classification

S 01 60 40 100 50 Fair

S 02 40 40 80 40 Poor

S 03 40 20 60 30 Poor

S 04 60 40 100 50 Fair

S 05 40 60 100 50 Poor

S 06 20 20 100 50 Poor

S 07 40 40 80 40 Poor

S 08 80 60 140 70 Poor

S 09 40 60 100 50 Poor

S 10 40 20 60 30 Good

S 11 60 20 80 40 Poor

S 12 20 40 60 30 Fair

S 13 20 20 40 20 Fair

S 14 60 60 120 60 Poor

S 15 20 20 40 20 Good

S 16 20 20 40 20 Poor

S 17 20 20 40 20 Poor

S 18 40 80 120 60 Poor

S 19 20 20 40 20 Good

S 20 20 60 80 40 Fair

S 21 40 20 60 30 Poor

S 22 40 20 60 30 Poor

S 23 20 80 100 50 Poor

S 24 40 20 60 30 Fair

S 25 40 40 80 40 Poor

S 26 20 20 40 20 Poor

S 27 40 20 60 30 Poor

S 28 20 40 60 30 Poor

S 29 40 40 80 40 Poor

S 30 60 20 80 40 Poor

Total Score (∑X)

1120 1080 2260 1130

Mean Score (X)

37.33 36 75.33 37.66

THE RESULT OF STUDENTS’ ABILITY TO WRITE REPORT TEXT IN POST-TEST

Code of sample

Content Organiza tion

Total score

Mean Classification

S 01 80 60 140 70 Very good

S 02 60 60 120 60 Good

S 03 60 80 140 70 Good

S 04 80 80 160 80 Very good

S 05 80 80 160 80 Good

S 06 60 100 160 80 Good

S 07 100 80 180 90 Good

S 08 80 80 160 80 Good

S 09 80 60 140 70 Good

S 10 100 80 180 90 Very good

S 11 60 80 140 70 Good

S 12 80 100 180 90 Good

S 13 100 100 200 100 Very good

S 14 80 80 160 80 Good

S 15 100 80 160 80 Good

S 16 60 100 160 80 Good

S 17 60 100 160 80 Good

S 18 80 80 160 80 Good

S 19 100 80 180 90 Good

S 20 100 80 180 90 Good

S 21 100 60 160 80 Good

S 22 60 100 160 80 Good

S 23 80 80 160 80 Good

S 24 80 10 90 45 Good

S 25 40 80 120 60 Good

S 26 40 60 100 50 Good

S 27 20 60 80 40 Good

S 28 80 100 180 90 Good

S 29 100 80 180 90 Good

S 30 100 80 180 90 Good

Total Score (∑X)

2300 2350 4630 2315

Mean Score (X)

76.66 78.33 154.33 77.16

THE DATA ANALYSIS OF THE RESEARCH

Code of Sample

Score and Classification

Gain

(D) D² Pre-

test (X₁)

Classification

Post- test (X₂)

Classification

S 01 50 Good 70 Very good 20 400

S 02 40 Poor 60 Good 20 400

S 03 30 Poor 70 Good 40 160

S 04 50 Good 80 Very good 30 900

S 05 50 Fair 80 Good 30 900

S 06 50 Poor 80 Good 30 900

S 07 40 Fair 90 Good 45 2025

S 08 70 Fair 80 Good 10 100

S 09 50 Fair 70 Very good 20 400

S 10 30 Good 90 Very good 60 3600

S 11 40 Poor 70 Good 30 900

S 12 30 Good 90 Very good 60 3600

S 13 20 Good 100 Very good 80 6400

S 14 60 Poor 80 Good 20 400

S 15 20 Good 80 Very good 60 3600

S 16 20 Poor 80 Good 60 3600

S 17 20 Poor 80 Good 60 3600

S 18 60 Poor 80 Good 20 400

S 19 20 Good 90 Good 70 4900

S 20 40 Fair 90 Good 50 2500

S 21 30 Fair 80 Good 50 2500

S 22 30 Fair 80 Good 50 2500

S 23 50 Poor 80 Very good 30 900

S 24 30 Fair 45 Good 15 225

S 25 40 Poor 60 Good 20 400

S 26 20 Poor 50 Good 30 900

S 27 30 Poor 40 Good 10 100

S 28 30 Poor 90 Very good 60 3600

S 29 40 Poor 90 Very good 50 2500

S 30 40 Poor 90 Very good 50 2500

Total 1130 2315 1180 55810

Mean 37.66 77.16 39.33 1860.33

1. Mean Score of pre-test and post test X =



X1= 37.66 30

1130 

X2= 77.16 30

2315

Where: X : Mean score



^X : The sum of all scores N : The number of students

2. To find out the mean score differences by using the formula:

D= N



D= 30

1180= 39.33

Where: D : The mean of the differences score



^D : The sum of the differences score N : The total number of students

3. To find out the significant differences between the score of pre-test and post-test by using the formula:

T =

 





2 2









N N

N D D

T =

 

1 30 30

30 55810 1180

33 . 39





 





T =

 

29 30

30 55810 1180

33 . 39



T =

870

33 . 46413 55810

33 . 39



T =

870 66 . 9396

33 . 39

T =

80 . 10

33 . 39

T = 3.28 33 .

39 = 11.99

Where: T : Test of significance D : The mean score



^D : The sum of total score of difference D : The Square of the sum score of different N : The total number of students

Research Instrument Post-Test

(Time: 60 minutes)

Name : ...

Reg. Number : ...

Class : ...

Choose one of the topic below and make a report text!

The Lion Family The Giraffe life

...

Research Instrument Pre-Test

(Time: 60 minutes)

Name : ...

Reg. Number : ...

Class : ...

Make a simple report text about your favourite animal!

Write your text here!

...

RENCANA PELAKSANAAN PEMBELAJARAN (RPP 1, 2)

Nama Sekolah : SMA Mahaputra Tello, Makassar Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / Ganjil Tahun Pelajaran : 2014/ 2015 Alokasi Waktu : 4 X 45 Menit Skill : Writing

A. STANDAR KOMPETENSI

Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.

B. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition.

C. INDIKATOR

 Mengidentifikasi makna paragraf report

 Mengidentifikasi kalimat berbentuk report

D. TUJUAN PEMBELAJARAN

 Siswa dapat mengenal makna paragraph report

 Siswa dapat mengenal kalimat dalam paragraph report

E. METODE PEMBELAJARAN DAN MODEL PEMBELAJARAN Metode : Three Phase Technique

Model : Ceramah, diskusi, dan pemberian tugas

F. MATERI AJAR

“Report”

1. Meaning

Report is the kind of text that describe the way things are. The things must be representative in the class.

2. Content

 General classification : Tells what the phenomenon under discussion is

 Description : Tells what the phenomenon under discussion is like in term of parts, qualities, habits or behaviors, uses/function)

3. Organization

 the use of general nouns

 the use of present tense

 the use of relating verbs

 the use of behavioral verbs

 the use of technical terms Report

Tigers

Every body know tigers especially in thier wildness of hunting instincts and skill for survival and their extinction. The habitats of tigers are in Asia, Siberia and India. And the habitats of the tigers in each place is decrease every year, like we found in India where there are less than 3500 tigers in wild around of which 1411 are in India with its habitat falling by over 50% in last 30 years.

Globally tigers occupy less than 7% of their historical geographical landscape.

Tigers are one of the biggest among the 37 species of cats in the world today. Tigers have very sharp teeth and very powerful claws to catch thier food such as deers, zebras, even buffaloes and other animals to be able to survie.

Althoug tigers placed in the highest rank of predators but they also has a predator except a human. The predator of the tigers is a lion. Lions do not eat the tigers but just kill them to erase rivaly in catching their target. Tigers have big mouths and also have big gums. Tigers have piericing yellow eyes that glown in the dark that are used to hunting their food in the night.

G. LANGKAH-LANGKAH PEMBELAJARAN Kegiatan awal (5 menit)

 Berdoa sebelum belajar

 Mengabsen

 Menyampaikan tujuan pembelajaran

Kegiatan inti (75 menit) PERTEMUAN 1

 Memberikan motivasi dan menjelaskan tentang pentingnya mengeluarkan pendapat dalam menyelesaikan masalah

 Menjelaskan pengertian report serta contoh report

 Memberi kesempatan siswa untuk bertanya seputar materi

 Menonton video BBC

 Meminta siswa membuat report berdasarkan video PERTEMUAN 2

 Mengulang kembali pelajaran yang terakhir

 Menonton ulang video BBC

 Siswa mengoreksi tugas reportnya bersama dengan guru Kegiatan Akhir (10 menit)

 Melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

H. SUMBER, ALAT, DAN MEDIA PEMBELAJARAN a. Sumber : Kamus

b. Alat : Penghapus, Spidol c. Media : Laptop, LCD

I. PENILAIAN HASIL BELAJAR a. Jenis

Tugas individu (menulis paragraph report) b. Bentuk

Teks tertulis

c. Aspek Content dan Organization a. Content

Score Criteria

5 1. Meaning is conveyed effectively

2. Show a clear understanding of writing, topic and main idea

3. Contains some ideas and they are coherence with each other.

4 1. Meaning is conveyed but breaks down at items.

2. Shows a good understanding of writing, topic, and main idea development.

3. Contain some ideas and they are coherence with each other.

3 1. Meaning is frequently clear.

2. Show some understanding of writing, topic and main idea, less development.

3. Contain some ideas but they not coherence each other.

2 1. Meaning is unclear.

2. Shows little evidence of discourse understanding.

3. Contain some ideas and they not coherence each other.

1 1. No complete sentences are written 2. No evidence of concept of writing

(Harmer, Jeremy in Syahraeny 2006: 26)

b. Organization

Score Criteria

5 1. Organization is appropriate to write assignment and contains clear introduction, developments of idea, and conclusion.

2. Transition from one idea to another is smooth and provides rider with clear understanding that topic is changing

4 1. Events are organized logically, but some part of the sample may not be fully developed.

2. Some transition of ideas evidence

3 1. Organization may be extremely simple or there may be evidence of disorganization

2. There are few transitional markers or repetitive transitional markers.

2 1. Sample is compared if only a few disjoined sentences.

2. No transitional markers

1 1. No complete sentences are written 2. No evidence of concepts of writing.

(Harmer, Jeremy in syahraeni 2006: 26)

Makassar, 2014

Mengetahui,

Guru Pengamat, Mahasiswa,

SRI WAHYUNI 10535 465 9 10

RENCANA PELAKSANAAN PEMBELAJARAN (RPP 3, 4)

Nama Sekolah : SMA Mahaputra Tello, Makassar Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / Ganjil Tahun Pelajaran : 2014/ 2015 Alokasi Waktu : 4 X 45 Menit Skill : Writing

A. STANDAR KOMPETENSI

Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.

B. KOMPETENSI DASAR

C. INDIKATOR

 Mengidentifikasi makna paragraf report

 Mengidentifikasi kalimat berbentuk report

D. TUJUAN PEMBELAJARAN

 Siswa dapat mengenal makna paragraph report

 Siswa dapat mengenal kalimat dalam paragraph report

E. METODE PEMBELAJARAN DAN MODEL PEMBELAJARAN Metode : Three Phase Technique

Model : Ceramah, diskusi, dan pemberian tugas

F. MATERI AJAR

“Report”

1. Meaning

Report is the kind of text that describe the way things are. The things must be representative in the class.

2. Content

 General classification : Tells what the phenomenon under discussion is

 Description : Tells what the phenomenon under discussion is like in term of parts, qualities, habits or behaviors, uses/function)

3. Organization

 the use of general nouns

 the use of present tense

 the use of relating verbs

 the use of behavioral verbs

 the use of technical terms Report

Bear

Bear is a mammal of the family Ursidae. Bear is classified carnivorous.

Although there are only eight living species of bear, there are widespread in the world. Bear is found on the continents of North America, South America, Europe, and Asia. Variation bear is Polar Bear, Grizzly Bear, Honey Bear, Black Bear, Brown Bear, Sun Bear, and Giant Panda.

Bear has a large body with stocky legs, a long snout, shaggy hair, plantigrade paws with nonretractile claws, and a short tail. The most species bear occupy their dens during the winter for along period of sleep similar to hibernation. The Polar Bear is mostly carnivore, they are eat salmon fish. It is height about 2,5 meters and it’s weight about 800 kg. While the Honey Bear is mostly herbivore because they are like eat fruits and honey. Honey bear has shape body about 2-3 meters.

Panda is become the symbol of World Wildlife Fund (WWF) organization.

Polar Bear is including in damaged species because the habitat at North pole and

South Pole about molten result global warming. Now, let us save bear and safeguard our earth from global warming.

G. LANGKAH-LANGKAH PEMBELAJARAN Kegiatan awal (5 menit)

 Berdoa sebelum belajar

 Mengabsen

 Menyampaikan tujuan pembelajaran

Kegiatan inti (75 menit) PERTEMUAN 3

 Mengulang materi sebelumnya

 Memberi kesempatan siswa untuk bertanya seputar materi

 Menonton video BBC

 Meminta siswa membuat report berdasarkan video PERTEMUAN 4

 Mengulang kembali pelajaran yang terakhir

 Menonton ulang video BBC

 Siswa mengoreksi tugas reportnya bersama dengan guru Kegiatan Akhir (10 menit)

 Melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

H. SUMBER, ALAT, DAN MEDIA PEMBELAJARAN a. Sumber : Kamus

b. Alat : Penghapus, Spidol c. Media : Laptop, LCD I. PENILAIAN HASIL BELAJAR

a. Jenis

Tugas individu (menulis paragraph report) b. Bentuk

Teks tertulis

c. Aspek Content dan Organization a. Content

Score Criteria

5 1. Meaning is conveyed effectively

2. Show a clear understanding of writing, topic and main idea

3. Contains some ideas and they are coherence with each other.

4 1. Meaning is conveyed but breaks down at items.

2. Shows a good understanding of writing, topic, and main idea development.

3. Contain some ideas and they are coherence with each other.

3 1. Meaning is frequently clear.

2. Show some understanding of writing, topic and main idea, less development.

3. Contain some ideas but they not coherence each other.

2 1. Meaning is unclear.

2. Shows little evidence of discourse understanding.

3. Contain some ideas and they not coherence each other.

1 1. No complete sentences are written 2. No evidence of concept of writing

(Harmer, Jeremy in Syahraeny 2006: 26) b. Organization

Score Criteria

5 1. Organization is appropriate to write assignment and contains clear introduction, developments of idea, and

conclusion.

2. Transition from one idea to another is smooth and provides rider with clear understanding that topic is changing

4 1. Events are organized logically, but some part of the sample may not be fully developed.

2. Some transition of ideas evidence

3 1. Organization may be extremely simple or there may be evidence of disorganization

2. There are few transitional markers or repetitive transitional markers.

2 1. Sample is compared if only a few disjoined sentences.

2. No transitional markers

1 1. No complete sentences are written 2. No evidence of concepts of writing.

(Harmer, Jeremy in syahraeni 2006: 26)

Makassar, 2014

Mengetahui,

Guru Pengamat, Mahasiswa,

SRI WAHYUNI 10535 465 9 10

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Kantor Jl. Sultan Alauddin No. 259 Telp (0411)860 132 Makassar 90221

CONSELLING SHEET

Name : SRI WAHYUNI

Reg. Number : 10535 4659 10

Title : The Use of Documentary Film in BBC VCD as an Alternative Media in Improving Students’ Ability in Writing Report (A Pre

Experimental Study at the eleventh Grade Student in SMA Mahaputra Tello, Makassar)

Consultant : Dr. H. Bahrun Amin, M. Hum

Day / Date Chapter Day / Date Note Sign

Makassar, September 2014 Approved by:

Head of English Education Department

Erwin Akib, S. Pd., M. Pd NBM: 860 934

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Kantor Jl. Sultan Alauddin No. 259 Telp (0411)866972 Kota Makassar E-mail : [email protected]

CONSELLING SHEET

Name : SRI WAHYUNI

Reg. Number : 10535 4659 10

Title : The Use of Documentary Film in BBC VCD as an Alternative Media in Improving the Students’ Ability in Writing Report (A Pre

Experimental Study at the eleventh Grade Student in SMA Mahaputra Tello, Makassar)

Consultant II : Awalia Azis, S. Pd. M. Pd.

Day / Date Chapter Day / Date Note Sign

Makassar, September 2014 Approved by:

Head of English EducationDepartment

Erwin Akib, S. Pd., M. Pd NBM: 860 934

Motto

Life is a journey, brain is a basket , knowledge is a rock.

The further the journey is...the heavier the basket will be....

The more accomplishments we get, the more responsibility we have...

So do your best in every single step

and enjoy every moment in your life !!!

Appendix N

Distribution of t-table

df Level of Significance for Two-Tailed Test

.20 .10 .05 .02 .01 .001

1 3.078 6.314 12.706 31.821 63.657 636.619

2 1.886 2.920 4.303 6.965 9.925 31.598

3 1.638 2.353 3.182 4.541 5.841 12.941

4 1.533 2.132 2.776 3.747 4.604 8.610

5 1.476 2.015 2.571 3.365 4.032 6.859

6 1.440 1.943 2.447 3.143 3.707 5.959

7 1.415 1.895 2.365 2.998 3.499 5.405

8 1.397 1.860 2.306 2.896 3.355 5.041

9 1.383 1.833 2.262 2.821 3.250 4.781

10 1.372 1.812 2.228 2.764 3.169 4.587

11 1.363 1.796 2.201 2.718 3.106 4.437

12 1.356 1.782 2.179 2.681 3.055 4.318

13 1.350 1.771 2.160 2.650 3.012 4.221

14 1.345 1.761 2.145 2.624 2.977 4.140

15 1.341 1.753 2.131 2.602 2.947 4.073

16 1.337 1.746 2.120 2.583 2.921 4.015

17 1.333 1.740 2.110 2.567 2.898 3.965

18 1.330 1.734 2.101 2.552 2.878 3.922

19 1.328 1.729 2.093 2.539 2.861 3.883

20 1.325 1.725 2.086 2.528 2.845 3.850

21 1.323 1.721 2.080 2.518 2.831 3.819

22 1.321 1.717 2.074 2.508 2.819 3.792

23 1.319 1.714 2.069 2.500 2.807 3.767

24 1.318 1.711 2.064 2.492 2.797 3.745

25 1.316 1.708 2.060 2.485 2.787 3.725

26 1.315 1.706 2.056 2.479 2.779 3.707

27 1.314 1.703 2.052 2.473 2.771 3.690

28 1.313 1.701 2.048 2.467 2.763 3.674

29 1.311 1.699 2.045 2.462 2.756 3.659

30 1.310 1.697 2.042 2.457 2.750 3.646

40 1.303 1.684 2.021 2.423 2.704 3.551

60 1.296 1.671 2.000 2.390 2.660 3.460

120 1.289 1.658 1.980 2.358 2.617 3.373

Dalam dokumen the use of documentary film in bbc vcd as an (Halaman 60-88)